David Lansing Cameron

• Cameron, David Lansing; Matre, Marianne Engen & Canrinus, Esther Tamara (2023). Influences of a Professional Development Program on Teachers’ Attitudes Towards Educational Technology and Digital Learning Resources for Inclusion. I Escudeiro, Paula; Escudeiro, Nuno & Bernardes, Oscar (Red.), Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity. IGI Global. ISSN 9798369304532. s. 218–235. doi: 10.4018/979-8-3693-0453-2.ch011.
• Cameron, David Lansing; Kovac, Velibor Bobo & Horverak, May Olaug (2023). Online chat-support for bullying prevention and follow-up: an analysis of the characteristics of chat-users and their experiences. International Journal of Adolescence and Youth. ISSN 0267-3843. 28(1), s. 831–843. doi: 10.1080/02673843.2023.2292060. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study was to examine data registered at an online bullying support chat-service over a three-year period to determine the characteristics of users and their experiences. The service was contacted 12,687 times during this period, leading to 7,641 chat-dialogues with counsellors, 57% of which (n = 4,388) were directly related to bullying. Findings indicate that 76% of chat-users were female and 89% were victims of bullying (ages 12–17). The extent of bullying experienced was extensive, typically occurring on a daily basis at school. More than 30% had not sought help prior to contacting the service. Verbal, relational, and physical bullying were all common, although verbal bullying was by far the most prevalent, occurring in 65% of cases. Consistent with survey research on bullying, boys were significantly more likely than girls to have been the victims of physical bullying, while the opposite was true for relational bullying.

• Tay, Emmanuel Mensah Kormla & Cameron, David Lansing (2023). The Nature of Bullying in Higher Education: A Comparative Study of Students’ Experiences in Ghana and Norway. Journal of Comparative & International Higher Education (JCIHE). ISSN 2151-0393. 15(4), s. 17–46. doi: 10.32674/jcihe.v15iNo.4.4955. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study was twofold: (a) to identify the negative behaviors that constitute bullying in higher education as reported by students, and (b) to explore differences in student experiences in two markedly different national contexts. A sample of 1,189 respondents from two universities in Ghana (n = 751) and two universities in Norway (n = 438) answered the same questionnaire. Approximately 40% of the Ghanaian students and 20% of the Norwegian students responded that they had been bullied. Although less frequently observed than in Ghana, relational forms of bullying (e.g., being excluded) were more prevalent in Norway compared to other behaviors. In contrast, direct and verbal forms of bullying, such as name-calling and being taunted, were most common in Ghana. The findings provide insights into cultural and national variations with respect to negative social behaviors related to bullying in the context of higher education.

• Friede, Pamela; Hollung, Sandra Julsen; Vik, Torstein; Andersen, Guro Lillemoen; Cameron, David Lansing & de Rodez Benavent, Sigrid Aune [Vis alle 10 forfattere av denne artikkelen] (2023). Norwegian paediatric habilitation centres judge their own competence on cerebral visual impairment as limited. Acta Paediatrica. ISSN 0803-5253. 112(7), s. 1530–1536. doi: 10.1111/apa.16778. Fulltekst i vitenarkiv Vis sammendrag

  Aim: Cerebral visual impairment (CVI), a frequently occurring functional impairment in children with neurodevelopmental disorders, leads to communicative, social and academic challenges. In Norway, children with neurodevelopmental disorders are assessed at paediatric habilitation centres. Our aims were to explore how CVI is identified, how paediatric habilitation centres assess their CVI competence and the reported prevalence of CVI among children with cerebral palsy. Methods: An electronic questionnaire was sent to all 19 Norwegian paediatric habilitation centre leaders in January 2022. The results were analysed quantitatively and qualitatively. The prevalence of CVI among children with cerebral palsy was estimated using register-based data. Results: The questionnaire was answered by 17. Only three judged their habilitation centre as having sufficient competence on CVI. None of the centres used screening questionnaires systematically, and 11 reported that CVI assessment was not good enough. Awareness that a child may have CVI typically occurred during examinations for other diagnoses. The prevalence of CVI among children with cerebral palsy was only 8%, while CVI status was unknown in 33%. Conclusion: Better knowledge and assessment of CVI at Norwegian paediatric habilitation centres are needed. CVI appears to be often overlooked in children with neurodevelopmental disorders.

• Birkeland, Nils Rune; Cameron, David Lansing & Aasebø, Turid Skarre (2022). Bruk av mixed methods-design som forskningstilnærming - erfaringer fra en studie av arbeidsplassbasert banehagelærerutdanning. I Moxnes, Anna Rigmor; Wilhelmsen, Terese; Øvreås, Steinar; Santana, Marianne Olsen & Aslanian, Teresa K. (Red.), Barnehagelærerutdanning i endring : å forske på egen undervisningspraksis i høyere utdanning. Universitetsforlaget. ISSN 9788215060705. s. 174–187.
• Matre, Marianne Engen & Cameron, David Lansing (2022). A scoping review on the use of speech-to-text technology for adolescents with learning difficulties in secondary education. Disability and Rehabilitation: Assistive Technology. ISSN 1748-3107. doi: 10.1080/17483107.2022.2149865. Fulltekst i vitenarkiv
• Cameron, David Lansing; Matre, Marianne Engen & Canrinus, Esther Tamara (2022). Accommodating Students With Special Educational Needs During School Closures Due to the COVID-19 Pandemic in Norway: Perceptions of Teachers and Students. Frontiers in Education. ISSN 2504-284X. 7. doi: 10.3389/feduc.2022.856789. Fulltekst i vitenarkiv
• Cameron, David Lansing; Stray, Ingunn Elisabeth & Skreland, Lisbeth Ljosdal (2021). Lower secondary school pupils’ written descriptions of their experiences with bullying and the tendency to seek help. International Journal of Adolescence and Youth. ISSN 0267-3843. 26(1), s. 487–500. doi: 10.1080/02673843.2021.2001348. Fulltekst i vitenarkiv
• Kovač, V.B. & Cameron, David Lansing (2021). Are We Talking about the Same Thing? A Survey of Preschool Workers’ Attitudes and Beliefs about Bullying. Child Care in Practice. ISSN 1357-5279. doi: 10.1080/13575279.2021.1951167. Fulltekst i vitenarkiv
• Cameron, David Lansing & Tveit, Anne Dorthe (2020). PPTs bidrag i ansvarsgrupper omkring barn med nedsatt funksjonsevne i barnehagen. Psykologi i kommunen (PIK). ISSN 1892-3364.
• Kostøl, Elin Marie Frivold & Cameron, David Lansing (2020). Teachers’ responses to children in emotional distress: A study of co-regulation in the first year of primary school in Norway . Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279. 49(7), s. 821–831. doi: 10.1080/03004279.2020.1800062. Fulltekst i vitenarkiv
• Jortveit, Maryann; Tveit, Anne Dorthe; Cameron, David Lansing & Lindqvist, Gunilla (2019). A comparative study of Norwegian and Swedish special educators’ beliefs and practices. European Journal of Special Needs Education. ISSN 0885-6257. 35(3), s. 350–365. doi: 10.1080/08856257.2019.1689716.
• Birkeland, Nils Rune; Cameron, David Lansing; Aasebø, Turid Skarre & Wergeland-Yates, Marit (2019). Kunnskapsdeling i Arbeidsplassbasert barnehagelærerutdanning. Fra ideal til praktisk virkelighet. UNIPED. ISSN 1500-4538. 42(3), s. 319–334. doi: 10.18261/issn.1893-8981-2019-03-07. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen drøfter resultater fra en kombinasjonsstudie (mixed methods design) som undersøker hvorvidt Arbeidsplassbasert barnehagelærerutdanning (ABLU) bidrar til forbedret praksis for kunnskapsdeling i et utvalg involverte barnehager. Datamaterialet består av en spørreskjemaundersøkelse rettet mot ABLU-studenter og deres mentorer, og fokusgruppesamtaler med personalet i fire ABLU-barnehager. Et sentralt funn er at ABLU-studiets bidrag til økt kunnskapsdeling i barnehagen først og fremst ligger i studiets kapasitet til å øke studentens kommunikative kompetanse og teoretiske forståelse, samt stimulere til å anvende denne i praksis. Vi finner også at ved å satse mer på opplæring i veiledning av barnehagepersonalet generelt og oppfølging av mentorer spesielt, vil både ABLU-studenten og ABLU-barnehagen kunne få mer igjen for studiet. Våre funn underbygger tidligere forskning som viser viktigheten av ledelsens engasjement og tilrettelegging for at studiet skal kunne ha innvirkning på barnehagen som kunnskapsvirksomhet. Et slikt engasjement krever tydelige strukturer for samarbeid fra utdanningsinstitusjonenes side, for å involvere barnehageledelsen og slik indirekte kunne formidle forventninger om forsterket deltakelse også til øvrige medarbeidere.

• Cameron, David Lansing & Tveit, Anne Dorthe (2019). ‘You know that collaboration works when … ’ identifying the features of successful collaboration on behalf of children with disabilities in early childhood education and care. Early Child Development and Care. ISSN 0300-4430. 189(7), s. 1189–1202. doi: 10.1080/03004430.2017.1371703.
• Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2019). Teoretisk og praktisk forståelse av systemrettet arbeid i PPT . I Bjerklund, Monica; Groven, Berit & Åmot, Ingvild (Red.), PPTs systemrettede arbeid i barnehagen. Universitetsforlaget. ISSN 9788215030418. Vis sammendrag

  «PPTs systemrettede arbeid i barnehagen» handler om barnet som en del av en sosial kontekst. En av oppgavene til Pedagogisk psykologisk tjeneste (PPT) er å bistå barnehagen med kompetanse- og organisasjonsutvikling. Bistanden skal bidra til å tilrettelegge barnehagens tilbud til barn med behov for særlig tilrettelegging eller spesialpedagogiske tiltak. Slike tiltak går under betegnelsen systemrettet arbeid. Boka viser at det ikke er en todeling mellom system- og individrettet arbeid. Forfatterne tar for seg PPTs systemrettede arbeid både i et historisk og et teoretisk perspektiv. De ser også nærmere på barns medvirkning, og de belyser systemrettet arbeid i møte med både mangfold og ledelse samt kompetanse- og organisasjonsutvikling. Antologien er forskningsbasert og praksisrelevant. Boka er skrevet for studenter innenfor spesialpedagogikk og velferdsfag, samt forskere og tilsatte i PPT og barnehager.

• Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Lindqvist, Gunilla; Göransson, Katharina & Nilholm, Claes (2018). A comparative study of special educator preparation in Norway and Sweden. British Journal of Special Education (BJSE). ISSN 0952-3383. 45(3), s. 256–276. doi: 10.1111/1467-8578.12231.
• Matre, Marianne Engen & Cameron, David Lansing (2018). Fører opplæring i felles vurderingskriterier til større grad av enighet? En studie av tekstvurdering som en del av spesialpedagogutdanning. Acta Didactica Norge. ISSN 1504-9922. 12(4). doi: 10.5617/adno.6379.
• Cameron, David Lansing (2018). Barriers to parental empowerment in the context of multidisciplinary collaboration on behalf of preschool children with disabilities : . Scandinavian Journal of Disability Research. ISSN 1501-7419. 20(1), s. 277–285. doi: 10.16993/sjdr.65.
• Tveit, Anne Dorthe & Cameron, David Lansing (2018). Kommunikasjonsutfordringer i tverretatlig samarbeid om barn med nedsatt funksjonsevne i barnehagen. I Omdal, Heidi & Thygesen, Ragnar (Red.), Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. Universitetsforlaget. ISSN 978-82-15-02944-3. s. 61–73.
• Cameron, David Lansing (2017). Teacher preparation for inclusion in Norway: a study of beliefs, skills, and intended practices. International Journal of Inclusive Education. ISSN 1360-3116. 21(10), s. 1028–1044. doi: 10.1080/13603116.2017.1326177.
• Cameron, David Lansing & Kovac, Velibor Bobo (2017). Parents and preschool workers’ perceptions of competence, collaboration, and strategies for addressing bullying in early childhood. Child Care in Practice. ISSN 1357-5279. 23(2), s. 126–140. doi: 10.1080/13575279.2016.1259156.
• Kovac, Velibor Bobo; Tveit, Anne Dorthe; Cameron, David Lansing & Jortveit, Maryann (2017). “Bridging old relations”: the (de)construction of ethnic identity in the educational context of Bosnia and Herzegovina from the teachers' point of view . Journal of Language, Identity & Education. ISSN 1534-8458. 16(1), s. 32–44. doi: 10.1080/15348458.2016.1260456.
• Cameron, David Lansing (2016). Too much or not enough? An examination of special education provision and school district leaders’ perceptions of current needs and common approaches. British Journal of Special Education (BJSE). ISSN 0952-3383. 43(1), s. 22–38. doi: 10.1111/1467-8578.12121.
• Cameron, David Lansing & Kovac, Velibor Bobo (2016). An examination of parents’ and preschool workers’ perspectives on bullying in preschool. Early Child Development and Care. ISSN 0300-4430. 186(12), s. 1961–1971. doi: 10.1080/03004430.2016.1138290.
• Tveit, Anne Dorthe & Cameron, David Lansing (2016). Profesjon i endring. Spesialpedagogens plass i skole og annet samfunnsliv. I Hausstätter, Rune Sarromaa & Reindal Magnus, Solveig (Red.), Spesialpedagogikk: Fagidentitet og samfunnsnytte. Cappelen Damm Akademisk. ISSN 9788202494643. s. 99–112.
• Kovac, Velibor Bobo; Cameron, David Lansing & Høigaard, Rune (2016). The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements. Educational Psychology. ISSN 0144-3410. 36(4), s. 792–811. doi: 10.1080/01443410.2014.923557.
• Cameron, David Lansing (2015). Collaboration on behalf of children with extensive support needs: Implications for the transition to primary school. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 151–170.
• Thygesen, Ragnar & Cameron, David Lansing (2015). Transitions in special education and related contexts: A brief overview of the research. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 137–150.
• Cameron, David Lansing & Thygesen, Ragnar (2015). Approaching the problem of transition in special education. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 7–16.
• Cameron, David Lansing & Tveit, Anne Dorthe (2015). Considerations on the evolving role and practice of the special educator in Norway. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 73–90. doi: 10.1111/1467-8578.12231.
• Cameron, David Lansing & Jortveit, Maryann (2014). Do different routes to becoming a special educator produce different understandings of the profession and its core concepts? European Journal of Special Needs Education. ISSN 0885-6257. 29(4), s. 559–570. doi: 10.1080/08856257.2014.933544. Vis sammendrag

  There are multiple routes to becoming a special educator in Norway. In recent years, bachelor’s degree programmes have offered an alternative to the traditional path in which special education coursework is taken as a part of teacher education. The purpose of this study was to investigate whether these different programmes produce different understandings of the special education profession and its core concepts. We surveyed 27 bachelor students and 36 teacher education students using open-ended questions concerning their future goals and expectations and the concepts of ‘inclusion,’ ‘learning disability,’ and ‘special educator’. Teacher education students were more likely to: (a) view inclusion from a broad perspective, emphasizing a sense of belonging and community, (b)define the concept of learning disability from a categorical perspective, and (c) perceive special educators as essentially ‘expert’ teachers for children with special needs. Bachelor’s degree students also emphasized special educators’ role in supporting individuals with special needs, yet were more likely to apply a relational perspective when describing the concept of learning disability.

• Cameron, David Lansing; Tveit, Anne Dorthe; Midtsundstad, Jorunn H.; Nilsen, Ann Christin Eklund & Jensen, Hanne Cecilie (2014). An examination of the role and responsibilities of kindergarten in multidisciplinary collaboration on behalf of children with severe disabilities. Journal of Research in Childhood Education. ISSN 0256-8543. 28(3), s. 344–357. doi: 10.1080/02568543.2014.912996. Vis sammendrag

  The purpose of this study was to examine the role and responsibilities of Norwegian kindergarten (i.e., preschool for ages 0–6 years) from the perspective of participants involved in multidisciplinary collaboration on behalf of children with severe disabilities and their families. The authors employed a multiple-case study approach comprising 26 interviews across six cases. Findings suggest that kindergarten is considered an important partner for families and a major contributor to the provision of services. Kindergartens were valued for their (1) close relationships and intimate knowledge of children as individuals, (2) the sense of security and relief of stress that they provided to parents, and (3) for acting as a “driving force” in multidisciplinary collaboration. Findings are discussed in relation to two contrasting views of the kindergarten professional as an early childhood expert and as a compassionate caregiver who, in many ways, functions as an extension of the parental role. The authors conclude that it is the latter of these two perspectives that dominates perceptions of kindergarten professionals among participants.

• Cameron, David Lansing; Ruud, Kirsten & Temte, Arlene (2014). Betydning av tidlig intervensjon for språkutvikling hos for tidlig fødte barn : en undersøkelse av programmet "Fra fødsel til småbarn: 0-3 år". Spesialpedagogikk. ISSN 0332-8457. 79(2), s. 17–25.
• Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2014). “Two Schools under one Roof” in Bosnia and Herzegovina: Exploring the Challenges of Group Identity and deliberative Values among Bosniak and Croat Students. International Journal of Educational Research. ISSN 0883-0355. 66, s. 103–112. doi: 10.1016/j.ijer.2014.03.004.
• Cameron, David Lansing (2014). An examination of teacher–student interactions in inclusive classrooms: teacher interviews and classroom observations. Journal of Research in Special Educational Needs. ISSN 1471-3802. 14(4), s. 264–273. doi: 10.1111/1471-3802.12021. Vis sammendrag

  Teacher–student interactions in 17 inclusive classrooms were examined using a mixed-methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow-up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast majority of interactions provided by general educators to the whole class, followed by brief intervals of 1 : 1 interactions directed towards individual students, most frequently children with disabilities. Interview findings suggest that teachers were aware of the greater individual attention devoted to students with disabilities and described a number of ways that they adapt their instruction that are consistent with the research on effective teaching. In addition, participants struggled with the dilemma of balancing their attention between students whom they perceived as needing it most and ensuring that the class as a whole made adequate progress. The analysis of both observational and interview data indicates that paraprofessionals were responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms.

• Cameron, David Lansing & Lindqvist, Gunilla (2014). School district administrators perspectives on the professional activities and influence of special educators in Norway and Sweden. International Journal of Inclusive Education. ISSN 1360-3116. 18(7), s. 669–685. doi: 10.1080/13603116.2013.803609. Vis sammendrag

  The purpose of this study is to investigate school district administrators’ perspectives concerning the professional activities and influence of special educators in Norway (n = 266) and Sweden (n = 290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators’ activities, and (c) ratings of special educators’ influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia.

• Cameron, David Lansing & Tveit, Anne Dorthe (2013). Profesjonsutøvelse i tverrfaglig samarbeid rundt et barn med spesielle behov i barnehagen. FoU i praksis. ISSN 1504-6893. 7(1), s. 9–26. Vis sammendrag

  Hensikten med denne studien var å vise hvordan ulike former for profesjonsutøvelse kan fremme eller hemme at samarbeid fører til et vellykket resultat. Undersøkelsen er en casestudie der vi studerer tverrfaglig samarbeid rundt en fem år gammel jente med en omfattende funksjonshemming. Vi brukte en kvalitativ tilnærming der datagrunnlaget stammet fra halvstrukturerte intervjuer med 5 personer involvert i utvikling og oppfølging av jentas individuelle plan (IP). Tre sentrale temaer kom fram i analysen: (a) hvordan språket synliggjør den profesjonelle ekspertisen, (b) betydningen av motstridende verdier for profesjonsutøvelse og (c) hvordan deltakernes opplevelse av resultatet har betydning for samarbeidet. Funnene indikerer blant annet at å bruke språk som signaliserer profesjonens faglige ekspertise er viktig for at dens bidrag blir verdsatt og tatt i bruk, at manglende kommunikasjon om motstridende verdier kan være skadelig for samarbeidet, og at samarbeidets resultat bør stå foran samarbeidets form og prosess.

• Cameron, David Lansing & Cook, Bryan G. (2013). General education teachers' goals and expectations for their included students with mild and severe disabilities. Education and Training in Autism and Developmental Disabilities. ISSN 2154-1647. 48(1), s. 18–30.
• Cameron, David Lansing; Werler, Tobias Christoph & Birkeland, Nils Rune (2012). When education meets the care paradigm. I Werler, Tobias Christoph; Cameron, David Lansing & Birkeland, Nils Rune (Red.), When Education Meets the Care Paradigm. Waxmann Verlag. ISSN 9783830926887. s. 9–20.
• Tveit, Anne Dorthe & Cameron, David Lansing (2012). Utfordringer når foresatte skal medvirke på tjenestetilbudet til eget barn. Nordic Studies in Education. ISSN 1891-5914. 3-4(32), s. 321–332.
• Tveit, Anne Dorthe; Kovac, Velibor Bobo & Cameron, David Lansing (2012). “Ja takk, begge deler” PPTs individ- og systemrettede arbeid i barnehagen. Spesialpedagogikk. ISSN 0332-8457. 77(4), s. 43–56. Vis sammendrag

  Artikkelen belyser hvordan forholdene ligger til rette for at PPT kan arbeide systemisk i barnehagen. Spørreskjema ble sendt til ansatte og ledere ved PPT-kontor i Norge med ansvar for barnehagealder. Resultatene viser at (a) flertallet av ansatte har både barnehage og skole som ansvarsområde og at halvparten ikke har regelmessig kontakt med barnehager, (b) støtte med utgangspunkt i enkeltbarn utgjør en stor andel av tjenestens totale arbeidstid og (c) tjenesten ønsker å opprettholde andelen individrettede arbeid og samtidig øke systemrettet innsats. Vår konklusjon er at forholdene ikke synes å ligge godt til rette for systemarbeid. Teoretiske og praktiske implikasjoner er diskutert.

• Cameron, David Lansing; Cook, Bryan & Tankersley, Melody (2012). An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms. International Journal of Inclusive Education. ISSN 1360-3116. 16(12), s. 1335–1354. doi: 10.1080/13603116.2011.580459. Vis sammendrag

  The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n = 13), severe disabilities (n = 13), and children without disabilities (n = 13) in inclusive classrooms. General educators, special educators, and paraprofessionals’ 1:1 interactions with students in three comparison groups were recorded in 17 elementary and middle school classrooms using a partial interval observation system. We found significant differences with respect to interaction frequency and content. Teachers and paraprofessionals had consistently more 1:1 interactions with students with severe disabilities, followed by children with mild disabilities, and then students without disabilities. In comparison to special education teachers and paraprofessionals, general educators interacted significantly more frequently with children without disabilities and children with mild disabilities. In contrast, paraprofessionals interacted significantly more often with students with severe disabilities and less frequently with children with mild disabilities and students without disabilities. Instructional interactions in social, behavioural, and functional domains were infrequent in these classrooms. We conclude with a brief discussion of the implications of these findings for future research and practice.

• Werler, Tobias Christoph; Cameron, David Lansing & Birkeland, Nils Rune (2012). A world in transition: Some consequences for education. I Werler, Tobias Christoph; Cameron, David Lansing & Birkeland, Nils Rune (Red.), When Education Meets the Care Paradigm. Waxmann Verlag. ISSN 9783830926887. s. 147–150.
• Cameron, David Lansing (2012). Special education, inclusion and the intersection of health and education. I Werler, Tobias Christoph; Cameron, David Lansing & Birkeland, Nils Rune (Red.), When Education Meets the Care Paradigm. Waxmann Verlag. ISSN 9783830926887. s. 73–92.
• Werler, Tobias Christoph & Cameron, David Lansing (2012). Special education and general didactics: From progressive education to accountability. I Werler, Tobias Christoph; Cameron, David Lansing & Birkeland, Nils Rune (Red.), When Education Meets the Care Paradigm. Waxmann Verlag. ISSN 9783830926887. s. 57–72.
• Cameron, David Lansing; Nilholm, Claes & Persson, Bengt (2011). School district administrators’ perspectives on special education policy and practice in Norway and Sweden. Scandinavian Journal of Disability Research. ISSN 1501-7419. iFirst, s. 1–20. doi: 10.1080/15017419.2011.558241. Vis sammendrag

  The purpose of this study was to examine special education policy and practice from the perspective of school district administrators in Norway and Sweden. Administrators from 266 Norwegian and 262 Swedish municipalities completed a survey concerning: (a) reasons children need special education, (b) common and desired organizational solutions, and (c) the influence of policy on practice. Despite a number of clear differences, findings suggest that Swedish and Norwegian administrators share similar attitudes regarding the provision of special education support. It appears that in both countries inclusive practices are seen as the ideal, yet, Norwegian administrators appear to have a stronger preference for categorical or segregated solutions. However, this finding must be viewed in light of current practices in each country. In particular, we take into consideration data indicating that 17% of Swedish students receive special educational support, as compared to approximately 6% in Norway.

• Cameron, David Lansing & Tveit, Anne Dorthe (2011). The Policy Implementation Challenges of Individual Plans for Preschool Children with Disabilities. International Journal about Parents in Education. ISSN 1973-3518. 5(1), s. 12–23. Vis sammendrag

  This article presents findings from an investigation in southern Norway that sought to provide insight into diverse forms of collaboration on behalf of children with severe disabilities in preschool. The use of individual plans (IP) for preschool-age children is relatively new in Norway, and is being widely promoted as a tool for facilitating collaboration and support from multiple sectors. We employed a case study approach involving observations and semi-structured interviews with 5 members of the IP team supporting a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. Participants included the child's mother and father, preschool teacher, special educator, and the municipal public health nurse who also acted as the IP coordinator. We conclude that in its current form the IP in this case had little relevance for participants and did little to contribute to providing this child with the individually adapted support that the policy was intended to facilitate.

• Thygesen, Ragnar; Briseid, Lars Gunnar; Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2011). Er generell pedagogisk kompetanse tilstrekkelig for å sikre en inkluderende skole? Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 104–114.
• Cook, Bryan & Cameron, David Lansing (2010). Inclusive Teachers' Concern and Rejection Toward Their Students Investigating the Validity of Ratings and Comparing Student Groups. Remedial and special education. ISSN 0741-9325. 31(2), s. 67–76. doi: 10.1177/0741932508324402.
• Cameron, David Lansing & Tveit, Anne Dorthe (2009). Individual Plans to Support Collaboration for Children with Special Needs in Kindergarten, Diversity in Education, Ernape proceedings. Luleå University of Tecnology, Umeå University and Malmø University. Vis sammendrag

  Research indicates that everyday life in Norwegian kindergarten is often characterized by time pressures and strains on collaboration (Borg, Kristiansen & Backe-Hansen, 2008). This article presents findings from an investigation that sought to provide insight into diverse forms of collaboration around children with severe disabilities. The use of individual plans (IP) is an important part of how services are coordinated and was a central aspect of this investigation. We employed a case-study approach involving semi-structured interviews and observation of 5 participants who have key roles in the life of a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. In its current form, the IP in this case appeared to have little relevance for participants and, therefore, probably did not contribute significantly to providing this child with the individually adapted support that it was intended to facilitate.

• Cook, Bryan & Cameron, David Lansing (2008). Inclusive Teachers' Concern and Rejection Toward Their Students: Investigating the Validity of Ratings and Comparing Student Groups. Remedial and special education. ISSN 0741-9325. Prepublished October(doi:10.1177/07419325). Vis sammendrag

  This article describes two related studies that investigated inclusive teachers' concern and rejection toward their students. In the first study, 14 inclusive teachers rated their concern and rejection toward 26 of their students with disabilities. We observed interactions between teachers and students for approximately two hours per child. Partial correlations, controlling for severity of disability, indicated that (a) instructional-academic interactions correlated significantly and positively with teachers' concern ratings and (b) noninstructional-behavioral interactions significantly and positively correlated with teachers¿ rejection ratings. In the second study, 65 inclusive teachers provided concern and rejection ratings for all students in their classes. We compared teachers' concern and rejection ratings of students with learning disabilities (n = 77), cognitive disabilities (n = 44), attention deficit disorder (n = 20), behavioral disorders (n = 19), and without disabilities (n = 1,153) using ANOVAs and Scheffe post-hoc tests. Results indicated that (a) students in all disability categories received significantly higher concern ratings than nondisabled students, (b) students with learning disabilities and behavioral disorders received significantly higher rejection ratings than nondisabled students, and (c) students with behavioral disorders received significantly higher rejection ratings than students with cognitive disabilities. Implications of these findings and recommendations for practice are discussed.

• Cameron, David Lansing; Cook, Bryan & Tankersley, Melody (2007). Inclusive teachers' attitudinal ratings of their students with disabilities. The Journal of special education. ISSN 0022-4669. 40(4), s. 230–238. Vis sammendrag

  The purpose of this investigation was twofold: (a) to explore the use of a new rating scale that measures teachers¿ attitudes toward their students and (b) to investigate the attitudes of inclusive teachers toward their students with disabilities using the rating scale. Fifty inclusive elementary teachers in 12 northeast Ohio schools rated all of their students with disabilities (N = 156) and 4 students without disabilities in each of their classrooms in the attitudinal categories of attachment, concern, indifference, and rejection. Results indicated that (a) the rating procedure exhibited modest test¿retest reliability and moderate concurrent validity with a previously validated nomination procedure; (b) in comparison to students without disabilities, included students with disabilities received significantly higher ratings of teacher concern, indifference, and rejection, and significantly lower attachment ratings; and (c) average teacher indifference ratings toward their included students related positively and significantly to presence of paraprofessionals, and average teacher rejection ratings of included students were inversely and significantly related to school district socioeconomic status. Implications for practice and policy are discussed.

• Cameron, David Lansing & Cook, Bryan (2007). Attitudes of preservice teachers enrolled in an infusion preparation program regarding planning and accommodations for included students with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities. ISSN 1079-3917. 42(3). Vis sammendrag

  The beliefs, skills, and intended practices of general (n = 34) and special education (n = 23) preservice teachers regarding planning and making accommodations for included students with mental retardation were investigated. Participants were drawn from teacher preparation programs that infused content related to inclusion into pre-existing courses. Results of a repeated-measures ANOVA indicated a significant main effect of teacher type-that preservice special educators rated their beliefs, skills, and intended practices significantly higher than their general education counterparts. A significant main effect of attitudinal categary showed that participants also rated their beliefs and intended practices significantly higher than their skills. A significant interaction effect was evidenced due to the varying discrepancies between general and special educators' ratings of their beliefs, skills, and intended practices. Specifically, general educators' ratings were further below those of special educators in skills and closest in the area of beliefs. Findings suggest that this infusion teacher preparation program was more effective at generating positive beliefs and intentions than skills, especially among general educators. Implications for teacher preparation and practice are discussed.

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• Cameron, David Lansing & Thygesen, Ragnar (2015). Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISBN 978-3-8309-3117-1. 299 s.
• Werler, Tobias Christoph; Cameron, David Lansing & Birkeland, Nils Rune (2012). When Education Meets the Care Paradigm. Waxmann Verlag. ISBN 9783830926887. 150 s.
• Genova, Teodora & Cameron, David Lansing (2010). A Decade of Roma Inclusion in Bulgarian Society: Its Echo in the Educational Prospects for the Roma Minority. VDM Verlag Dr. Müller. ISBN 9783639264302. 60 s. Vis sammendrag

  A Decade of Roma Inclusion 2005-2015 is an international initiative focused on the issues of integrating Roma people in nine Central and South-Eastern European countries. Bulgaria is one of the nine countries with predominantly high proportions of Roma population in its territory. The goal of this book is to educate the reader about the situation in Bulgaria, as understanding the challenges of the Roma situation is a vital prerequisite for breaking the vicious circle of poverty and discrimination afflicting the Roma community. We gain an insight into the educational prospects for the Roma minority and suggest that education is the key factor for improving the unenviable position of the Roma minority and integrating them in Bulgarian society. There is a shade of criticism on what has not been done over the last five years and some positive examples of how it functions in practice. The reader can also find references to the Norwegian experience as a comparative approach to addressing the situation of minorities. The book should be very useful to professionals in the field of inclusive education and minority issues or anyone else interested in Roma integration.

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• Matre, Marianne Engen & Cameron, David Lansing (2024). Talestyrt skriving som alternativ skrivemetode i ungdomsskolen.
• Cameron, David Lansing & Herlofsen, Camilla (2023). The Nordic Special Education Profession – History, State of the Art and Future Directions: Special Education Professions in Norway.
• Matre, Marianne Engen & Cameron, David Lansing (2023). Speech Technology for Improved Literacy: An Exploratory Study of Speech-to-text Technology as an Inclusive Approach in Lower Secondary Education.
• Cameron, David Lansing (2023). A Review of Comparative Research in Special Education: Evidence of Equity in Educational Systems?
• Kvåle, Gunhild; Cameron, David Lansing & Matre, Marianne Engen (2023). Colletts kafe podkast: Spesialpedagogikk, digitale teknologiar og skulen.
• Cameron, David Lansing (2022). Foreldreperspektiv på inkludering og samarbeid: Utfordringer og muligheter.
• Canrinus, Esther Tamara; Matre, Marianne Engen & Cameron, David Lansing (2022). Perceptions of Teachers and Students regarding the Inclusion of Students with Special Educational Needs During the COVID-19 Pandemic in Norway.
• Cameron, David Lansing; Kovac, Velibor Bobo & Horverak, May Olaug (2021). An exploration of the patterns of bullying among users of a chat-support service in Norway.
• Gjersdal, Gitte; Matre, Marianne Engen; Strand-Andersen, Anne Helene & Cameron, David Lansing (2021). Muligheter og begrensninger ved bruk av digital diktering i skolen. Bedre Skole. ISSN 0802-183X. s. 23–27.
• Matre, Marianne Engen; Cameron, David Lansing & Canrinus, Esther Tamara (2021). Digital didaktikk og inkludering. Sluttrapport for evalueringav skoleutviklingsprosjektet. I Lillestølen Ekren, Fredrik (Red.), Digital didaktikk og inkludering. Sluttrapport for evalueringav skoleutviklingsprosjektet. Statped. s. 11–21.
• Cameron, David Lansing (2020). Inclusion and special education research in Norway in light of influences from the North American sphere.
• Cameron, David Lansing & Tveit, Anne Dorthe (2020). Hvilken spesialpedagogisk kompetanse trenger framtidas skole?
• Kovac, Velibor Bobo & Cameron, David Lansing (2019). Mobbing i barnehagen: En kvantitativ undersøkelse av holdninger hos ansatte og foreldrene.
• Cameron, David Lansing & Kovac, Velibor Bobo (2019). Bullying (mis)conceptions. Is there a need for consensus in early childhood education?
• Cameron, David Lansing; Birkeland, Nils Rune; Wergeland-Yates, Marit & Aasebø, Turid Skarre (2018). Possibilities for knowledge sharing? Workplace-based kindergarten teacher education.
• Cameron, David Lansing (2018). An examination of the support needs of children with disabilities in the transition from kindergarten to primary school.
• Cameron, David Lansing (2017). Komparativ forskning på spesialundervisning i Norge og Sverige – Erfaringer så langt.
• Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Nilholm, Claes & Lindqvist, Gunilla (2017). A Comparative Investigation of Special Educator Preparation in Norway and Sweden.
• Cameron, David Lansing; Tveit, Anne Dorthe & Jortveit, Maryann (2016). An examination of the educational experiences and current working conditions of graduates of special education training programs in Norway.
• Cameron, David Lansing (2016). Norway: Bullying in kindergarten. I Inclusive Education, NERA-Newsletter 2/2016.
• Cameron, David Lansing & Kovac, Velibor Bobo (2015). Kartlegging av barnehageansatte og foreldres perspektiver på mobbing i barnehage. Spørreundersøkelse blant ansatte og foreldre.
• Cameron, David Lansing; Kovac, Velibor Bobo; Tveit, Anne Dorthe & Jortveit, Maryann (2015). “Bridging old relations”: The (de)construction of ethnic identity in the educational context of Bosnia and Herzegovina.
• Cameron, David Lansing (2015). Is there a conflict between special educators' professional practice and inclusion?
• Cameron, David Lansing; Lund, Ingrid; Kovac, Velibor Bobo; Nome, Dag Øystein; Helgeland, Anne & Godtfredsen, Marianne (2014). Understanding Bullying in Early Childhood: How do We Promote Positive Relationships among Children and Adults? Vis sammendrag

  The issue of bullying has received worldwide attention in recent years. However, research on bullying in early childhood is sparse. Indeed, the use of the term “bullying” to describe negative behaviours such as targeted, relational, and physical aggression among preschool-age children is not without controversy (Alberti-Espenes, 2010). Yet, it has been argued that bullying can be distinguished from other forms of aggression in that it reflects a form of unequal coercive power (Olweus, 1993), a condition that is clearly incompatible with the creation of inclusive, high quality early childhood services. Thus, there is a need to investigate the behaviours and conditions associated with bullying within this context. This presentation will describe findings from a Norwegian research project comprising three investigations: (a) Preschool children’s experiences with relationships, well-being, and play interactions; (b) Childcare workers’ relationships with children in the attachment process, and (c) A survey of parents and preschool workers’ perspectives on bullying in preschool. The first study comprised individual and focus-group interviews with children from 4 to 6 years of age in which emphasis was placed on children's experiences and perceptions related to teasing and bullying. The second investigation applied a critical ethnographic approach in which two preschools were observed over several weeks and reflective conversations were conducted between the researcher and caregivers based on video recordings of their interactions with children. The third study comprised a quantitative survey of childcare workers (n = 94) and parents (n = 257) drawn from six preschools. Results shed light on several important questions within the field, including: How are positive, inclusive relationships among preschool children created and maintained? What is the role of adults in this process? What factors predict preschool workers and parents’ attitudes towards bullying?

• Cameron, David Lansing (2014). The special education profession in Norway. A presentation for the roundtable discussion: Special professions? The role of special educators in the Nordic countries.
• Cameron, David Lansing (2013). PP-tjenestens arbeid med barnehagen.
• Cameron, David Lansing & Kovac, Velibor Bobo (2013). Teachers' ratings of the causes & support needs of youth with internalizing & externalizing behavior problems.
• Cameron, David Lansing; Kovac, Velibor Bobo & Tveit, Anne Dorthe (2013). Two Schools under one roof: A case study of Segregation among Bosniak and Croatian Secondary School Students.
• Keller, Clayton; Drame, Elizabeth & Cameron, David Lansing (2011). Learning from Teaching Abroad: Experiences of Professors in Senegal, Qatar, and Norway.
• Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2011). A study of the Educational Psychological Services’ work with Preschool in Norway.
• Cameron, David Lansing (2011). A Norwegian Investigation of Early Intervention for Children Born Prematurely. Vis sammendrag

  Findings are presented from a study examining the effects of a home-based intervention for premature infants in Norway (n = 38). Preliminary evidence indicates that the intervention had a positive effect on mental and linguistic development. Approaches to early childhood education with emphasis on prevention and multi-disciplinary collaboration are highlighted.

• Cameron, David Lansing & Nilsen, Ann Christin Eklund (2011). Uten barnehage hadde jeg blitt gal! Forskning.no. ISSN 1891-635X. Vis sammendrag

  Dette sitatet er hentet fra en mor som har et barn med nedsatt funksjonseve i barnehage. Ann Christin Nilsen og David Lansing Cameron har forsket på samarbeid rundt barn med spesielle behov. Her forteller de om sitt arbeid.

• Cameron, David Lansing (2010). Multi-disciplinary Collaboration for Children with Severe Disabilities in Norwegian Preschools.
• Cameron, David Lansing (2010). Samarbeid for barnets helhetlige utbytte. Barnehagebarn med nedsatt funksjonsevne.
• Cameron, David Lansing (2009). Collaboration in Special Education: Where do we go from here? Vis sammendrag

  Prosenten av elever i verden som får spesialpedagogisk støtte varierer vesentlig fra land til land. I Sverige er det 17 % av barn som får slik støtte (Skolverket, 2003) mens i USA er andelen ca. 11 % (US DOE, 2005). I Norge er det kun 6 % av elever som får spesialunder-visning etter enkelt vedtak (NOU, 2003), mens i Finland derimot er det nærmere 20% av alle barn i grunnskolen som får spesialundervisning (Kivirauma & Ruoho, 2007). Forkla-ringer for slike variasjoner kan være mange. Blant annet er det spørsmål om hvordan man definerer både problemet, behovet og tiltaket som igangsettes. Samtidig er det sosiale og politiske innflytelser som kan ha signifikant betydning for skolens struktur og arbeid. Inter-nasjonal bevegelse mot inkludering og press fra internasjonal konkurranse i den nye globale økonomien er også med på å påvirke skolens prioritering. Vår forståelse for disse fenomener kan bedres ved å sammenligne måten lignende trender utvikles internasjonalt og ved å se på responser til disse trendene på tvers av landsgrenser. Slike analyser krever fora hvor internasjonale forskere kommer sammen for å dele kunnskap.

• Persson, Bengt; Cameron, David Lansing & Nilholm, Claes (2008). Local Autonomy and the Provision of Special Education Support in Sweden and Norway.
• Persson, Bengt & Cameron, David Lansing (2008). Special Educators' Changing Role and Professional Identity in Scandinavia.
• Cameron, David Lansing (2007). The relationship between teachers' attitudes and their interactions with included students with disabilities. Vis sammendrag

  Research indicates that attitudes towards the general concept of inclusion are positive (e.g., Scruggs & Mastroprieri, 1996; Flem & Keller, 1999), yet few investigations have dealt with teachers' attitudes toward their actual pupils in relation to their interactions with these students. A follow-up survey and interview study was conducted of teachers (n=17) who participated in a multifaceted 6-month observational investigation of teacher-student interactions. Teachers were asked to rate their attitudes toward the students observed and ratings were analyzed in relation to observed interactions. It appears that teachers may form high levels of attachment toward students with severe disabilities with whom they do not interact with frequently and reject those to whom they provide frequent procedural feedback. In contrast, evidence suggests that teachers have stronger attitudes of rejection toward students with mild disabilities with whom they frequently engage in non-instructional behavioral interactions. Results are interpreted using a model of differential expectations (Cook, 2001) and ethical considerations for research using categorical groupings are discussed.

• Cameron, David Lansing; Nilholm, Claes & Persson, Bengt (2007). Special needs in Sweden and Norway: A survey of community policy and practice. Vis sammendrag

  A comparative investigation of how municipalities in Sweden and Norway organize their work with children with special needs is presented. The theoretical underpinnings of the study are sociocultural (cf Nilholm, 2006), implying that issues such as special needs and inclusion are to be understood in relation to characteristics of particular educational systems and sociocultural contexts. Zygmunt Bauman's (2004) conception of social culture and politics where he argues that we have handed over the social state's protection of an inclusive society in favour of a society built on individualism and exclusion will also be used as a frame of reference in the interpretation of data. Comparative research is a fruitful approach for investigating these phenomena since it highlights the specifics of development in a particular context. At the same time, Sweden and Norway share characteristics which probably account for similarities in the development of inclusion/special education (Egelund, Haug and Persson, 2006). A brief background of the development of the educational systems in Norway and Sweden is provided, especially as regards issues of special needs, inclusion and the emergence of market solutions. National statistics and earlier research indicate that there are considerable differences as to the number of pupils who receive special educational support in the two countries. In Sweden around 17 percent of all pupils in the compulsory school are provided this type of support, while in Norway, 5.5% (Solli, 2005) of pupils receive such assistance. In the main part of the presentation, results of a questionnaire to all communities in Norway (431) and Sweden (290 communities) is reported. Response rates were 60% and 90 % for Norway and Sweden, respectively. The presentation will report results regarding ideological issues, organizational solutions and how communities conceive issues of power with regard to special needs. The focus will be on the general picture rather than on differences between specific communities.

• Cameron, David Lansing & Jortveit, Maryann (2007). What can we learn from future special educators' professional expectations? Vis sammendrag

  The history of special education is often described as one of progressive inclusion. There are few regions of the world in which this distinction is more strongly exemplified than in Norway, where the ideal of the inclusive school was already formally and legally recognized in the 1980s. Subsequent changes in the educational system and policies in support of achieving this ideal continue to influence special education research and practice in the country. However, in a recent review of Norwegian special education literature, Solli (2005) concluded that as a whole, "we have little research-based knowledge of today's special education support system" (p. 108). Although research in this area has greatly expanded in recent years, studying inclusion and special education remains a challenge. The difficulty of the task is largely due to the multifaceted and evolving nature of these concepts. For this reason, the current project proceeded from the perspective that the micro-level is the point at which ideology and policy are most practically expressed and interpreted (Weatherley & Lipsky, 1977). The goal of this investigation is to reveal how newly trained Norwegian special educators define and interpret their profession, and examine these interpretations in light of historical and current social, cultural and political forces. It is argued that insight into the discipline of special education from those newly "indoctrinated" to the profession can serve to help us understand the evolution of the field as a whole. Moreover, evidence indicates that of all resource factors in the school, teacher competence is the factor that most influences student achievement (Gustafsson, 2003). Given this assumption, we maintain that the perceptions and knowledge these special educators hold will ultimately affect the support that they provide.

• Cameron, David Lansing & Jortveit, Maryann (2007). Contrasting Inclusive Values and Knowledge Among Future Special Educators. Vis sammendrag

  Abstract Much of the focus in teacher preparation has dealt with the question of whether it is academic or pedagogical knowledge that is necessary for good teaching. The values that educators' hold, and the role that higher education plays in shaping those values, have also merited consideration. However, these factors are commonly seen in isolation and/or in competition with one another. Whereas research suggests that the ability to identify the basis of professional behaviour is essential for knowledge-guided practice (Osmond, 2005), there is little evidence of efforts to develop this type of meta-cognitive awareness among future teachers. For special educators, there is also the problem of defining what academic knowledge is or what it should be. As a means of elucidating this dilemma, future Norwegian special educators (N = 42) at different stages of preparation were asked open-ended questions pertaining to the concepts of inclusion and disability. Participants' responses are considered in light of a previous investigation (Cameron & Jortveit, 2006) of special educators' skills in accommodating children with disabilities. Evidence from this study indicates that a framework incorporating value awareness in addition to pedagogical and academic knowledge could serve as a useful tool in preparing competent special education practitioners.

• Lund, Ingrid; Helgeland, Anne; Kovac, Velibor Bobo; Cameron, David Lansing & Godtfredsen, Marianne (2019). Dialog og samarbeid i arbeidet mot mobbing i barnehagen. Universitetet i Agder. ISSN 978-82-7117-935-9.
• Lund, Ingrid; Helgeland, Anne; Kovac, Velibor Bobo; Cameron, David Lansing & Nome, Dag Øystein (2015). Hele barnet, hele løpet. Universitetet i Agder. ISSN 9788271178109.
• Cameron, David Lansing; Kovac, Velibor Bobo & Tveit, Anne Dorthe (2011). En undersøkelse om PP-tjenestens arbeid med barnehagen. Universitetet i Agder. ISSN 978-82-7117-683-9.

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